Dyslexia

Topic Overview

What is dyslexia?

Dyslexia is a
learning disability that makes it hard to read, write,
and spell. It occurs because the brain jumbles or mixes up letters and words.
Children with dyslexia often have a poor memory of spoken and written
words.

Having dyslexia does not mean that your or your child's
ability to learn is below average. In fact, many people with dyslexia are very
bright. But not being able to read well can make many areas of learning difficult.

Dyslexia is also called specific reading disability,
reading disorder, and reading disability.

What causes dyslexia?

Experts don't know for sure
what causes dyslexia. But it often runs in families. So it may be passed from
parents to children
(genetic disorder). Also, some studies have found
problems with how the brain links letters and words with the sounds they make.

Dyslexia is not caused by poor vision, and people with dyslexia
do not see letters and words backward.

What are the symptoms?

Signs of dyslexia in
children who are too young for school include:

Talking later than expected.

Being slow to learn new words.

Problems rhyming.

Problems following directions that have many steps.

After a child begins school, the signs of dyslexia
include:

Problems reading single words, such as a word
on a flash card.

Problems linking letters with
sounds.

Confusing small words, such as "at" and "to."

Reversing the shapes of written letters such as "d" for "b." For example, the
child may write "dat" instead of "bat."

Writing words backward,
such as "tip" for "pit."

If your child has one of these signs, it does not mean
that he or she has dyslexia. Many children reverse letters before age 7. But if
your child has several signs and reading problems, or if you have a family
history of dyslexia, you may want to have your child checked for the
problem.

How is dyslexia diagnosed?

A doctor or a school professional (such as a reading specialist) will ask you what signs of dyslexia you and your child's teachers
have seen. He or she will ask your child questions too. Your child may be offered to take
reading and skill tests. Tests may include those that look at your child's
personality and how he or she learns, solves problems, and uses words. Your
child may also have an IQ test.

These tests can help
find out if your child has dyslexia or another learning problem.

How is it treated?

Treatment uses a number of
teaching methods to help your child read better. These methods include:

Teaching how letters are linked to sounds to
make words.

Having the child read aloud with a teacher's
help.

Teaching the child to listen to and repeat instructions.

United States law requires schools to set up a learning
plan to meet the needs of a child with dyslexia. This plan is called an
Individualized Education Program (IEP). You, your child's teachers, and other
school personnel will have a say in designing the plan. The plan is updated each year based on how well your
child is doing and what your child's needs are.

Medicines and
counseling usually are not a part of treatment for dyslexia.

Dyslexia is a lifelong problem, but early treatment during childhood can help.
Support from family, teachers, and friends is also important.

Cause

Some studies have shown that
people with dyslexia have abnormalities in the functioning of the areas of the
brain involved in reading and language.1

Symptoms

Signs of
dyslexia vary depending on age. If your child has one
or two of the signs, it does not mean that he or she has dyslexia, but having
several of the signs listed below may mean that your child should be
tested.

Preschool

A preschool-age child may:

Talk later than most
children.

Have more difficulty than other children pronouncing
words. For example, the child may read aloud "mawn lower" instead of "lawn
mower."

Be slow to add new vocabulary words and be unable to recall
the right word.

Have trouble learning the alphabet, numbers, days
of the week, colors, shapes, how to spell, and how to write his or her
name.

Have difficulty reciting common nursery rhymes or rhyming
words. For example, the child may not be able to think of words that rhyme with
the word "boy," such as "joy" or "toy."

Be slow to develop fine
motor skills. For example, your child may take longer than others of the same
age to learn how to hold a pencil in the writing position, use buttons and
zippers, and brush his or her teeth.

Have difficulty separating
sounds in words and blending sounds to make words.

Kindergarten through grade 4

Children in kindergarten through fourth grade may:

Have difficulty reading single words that are
not surrounded by other words.

Be slow to learn the connection
between letters and sounds.

Confuse small words such as "at" and
"to," or "does" and "goes."

Make consistent reading and spelling
errors, including:

Letter reversals such as "d" for "b."

Word reversals such as "tip" for "pit."

Inversions
such as "m" and "w" and "u" and "n."

Transpositions such as "felt"
and "left."

Substitutions such as "house" and "home."

Grades 5 through 8

Children in fifth through eighth grade may:

Read at a lower level than
expected.

Reverse letter sequence such as "soiled" for "solid,"
"left" for "felt."

Be slow to recognize and learn prefixes,
suffixes, root words, and other reading and spelling
strategies.

Have difficulty spelling, and he or she may spell the
same word differently on the same page.

Avoid reading
aloud.

Have trouble with word problems in math.

Write
with difficulty or have illegible handwriting. His or her pencil grip may be
awkward, fistlike, or tight.

Avoid writing.

Have slow
or poor recall of facts.

High school and college

Students in high school and college may:

Read very slowly with many
inaccuracies.

Continue to spell incorrectly, or frequently spell the
same word differently in a single piece of writing.

Avoid tests
that require reading and writing, and procrastinate on reading and writing
tasks.

Have trouble preparing summaries and outlines for
classes.

Work intensely on reading and writing
tasks.

Have poor memory skills and complete assigned work more
slowly than expected.

Have an inadequate vocabulary and be unable
to store much information from reading.

Adults

Adults with dyslexia may:

Hide reading problems.

Spell
poorly or rely on others to spell for them.

Avoid writing or not be
able to write at all.

Be very competent in oral
language.

Rely on memory rather than on reading
information.

Have good "people" skills and be very good at
"reading" people (intuitive).

Be entrepreneurs, although lowered reading skills may result in
difficulty maintaining a successful business.

What Increases Your Risk

A person is more likely to have
dyslexia if his or her parent or sibling has it. Also, a person is more likely to have it if he or she had a speech or language delay as a child.

When to Call the Doctor

If your child struggles with
language, reading, and sounding out words, you may want to have your child
checked for
dyslexia. You can also speak with your child's
pediatrician, teacher, or school counselor if you
believe your child's reading or other language skills are not advancing or your
child seems motivated but is performing below his or her potential.

If you have dyslexia and are concerned that your child may have some of
the signs of dyslexia, you may want to talk to your doctor or to school
personnel because your child is at increased risk for having the
condition.

Exams and Tests

A single test can't diagnose
dyslexia. Rather, your doctor or a school professional (such as a reading specialist) will ask you what signs of dyslexia you and your child's teachers
have seen. He or she will ask your child questions too.

Reading tests and other types of
assessments may be done to help find out more about your
child's skills. For example, tests may include those that focus on your child's
learning style, language and problem-solving skills, and
intelligence quotient (IQ).

It takes a team to diagnose dyslexia. School professionals or learning specialists in your area will assess
academic skills and abilities. Your child's doctor can assess your child's general health
and cognitive development. A complete medical, behavioral, educational, and
social history may be taken to rule out other conditions (such as a brain
injury) that can also interfere with the ability to read or memorize
words.

It must be clear that your child doesn't have another problem that could cause him or
her to struggle with reading, such as a condition that affects
cognitive development.

Dyslexia is only
diagnosed when:

There is evidence of a severe reading
problem.

The problem is not due to low intelligence, a visual or
hearing deficit or other physical conditions, or a lack of educational
opportunity.

For a child to qualify for special education assistance, federal law requires
that the child have tests to help check his or her language and math skills.

Treatment Overview

Treatment for
dyslexia consists of using educational tools to
enhance the ability to read. Medicines and counseling usually aren't used to treat
dyslexia. An important part of treatment is educating yourself about the
condition. The earlier dyslexia is recognized and addressed, the better.
Starting treatment when a child is young can improve reading and may even
prevent reading problems in the first years of school.2 But reading will likely not ever be easy for a person with
dyslexia.

When a child age 3 years or older has been diagnosed
with dyslexia, federal law requires that public school personnel create an
Individualized Education Program (IEP) that's tailored to the child's needs.
The first step in developing the IEP is talking with your child's school to
create a treatment team made up of you, the teacher, and other school
personnel, including school counselors and special education teachers.

Your child's personalized IEP will detail specific disabilities,
appropriate teaching methods, and goals and objectives for the academic year.
It is evaluated at least once a year, with changes made based on your child's
progress. Parents have the right to appeal if they don't agree with their
child's IEP. Preparing children for further education, employment, and
independent living is also required by law. This should start no later than age
16.

If you seek special education assistance for your child, it's handy to keep copies of:

Your child's school records and health history.

Test results.

State and federal special education laws.

Phone numbers of agencies that can help, such as Learning Disabilities Association of America.

According to a comprehensive U.S. government study on how
children learn to read, a combination of educational methods is the most
effective way to teach children to read. These methods include teaching
phonics-making sure that the beginning reader understands how letters are
linked to sounds (phonemes) to form words. Guided oral reading, in which the
student reads aloud with guidance and feedback, is also important for
developing reading fluency. The child must clearly understand the instructions
being given, and the instructions must be repeatable or systematic in order to
improve the child's reading abilities.3

Depending on the severity of your child's dyslexia, you may
want to have a teacher's aide or tutor available to help your child with
schoolwork.

If school staff members suggest that your child be held back a grade (grade retention), talk to your doctor or another professional about your options. Grade retention may not help your child any better than other methods.

It is important to know
that dyslexia is a lifelong condition. Even though early treatment during childhood
can help, your child will likely always have to make an extra effort to read.

Ongoing Concerns

Each child with
dyslexia has a different set of abilities and
disabilities, which can range from mild to severe. A child's academic future
lies in a combination of several things: the severity of dyslexia, his or her
intelligence, support of family and school professionals, family resources,
motivation to learn, and any associated disability, such as
attention deficit hyperactivity disorder (ADHD).

Up to half of children with specific learning disabilities have
other impairments that interfere with their schooling.4Disabilities often associated with dyslexia include
ADHD, behavioral or memory problems, and difficulty using problem-solving skills
to achieve a goal.

Studies that have followed children with
dyslexia from kindergarten through high school show that most learn to read
accurately, although they usually read at a slow rate and aren't completely
fluent readers. So many teens with dyslexia may need some special assistance
in the classroom.

Extra time to finish classroom assignments or
tests is often needed by all children with dyslexia. Children with dyslexia
also may need help managing their schedules, organizing work, and completing
multiple assignments and long-term projects, especially when they reach middle
school. It's also helpful to let them:

Record lectures.

Use audiobooks to access texts and other required readings.

Take tests
aloud or as short essays rather than as multiple choice.

Use a
laptop computer with a spelling checker.

Take tests in a separate,
quiet room.

Parents can effectively support their child if they
understand dyslexia and how to deal with their child's special needs. Having
dyslexia can lead to poor
self-esteem,
depression, or behavioral problems in some children,
which can hinder their reading progress. If you think your child has
self-esteem problems related to dyslexia,
counseling may help.

Will your child learn to read and succeed at school?

Typically children with dyslexia are very bright, although reading will
probably continue to be a challenge throughout life. The earlier dyslexia is
recognized and addressed, the greater the chance that your child will learn to
read at his or her highest possible level.

Encouraging and supporting your child while staying involved in his or
her education are other key factors. Helping children with coping strategies as
they advance in school will also help. Although extra effort and dedication are
required, often children with dyslexia are able to contend with this disability
and succeed in academics and other areas.

Helping Your Child

Parents can make a big difference
in improving the reading skills of a child diagnosed with
dyslexia. Because you are most aware of your child's
strengths and weaknesses, you can focus on learning strategies that will work
best for him or her. With young children, playing alphabet games and reading
rhyming books, for example, while offering support and encouragement, might
greatly improve reading skills. Staying involved with your child's education
throughout the school years will be a key part of your child's success.

You can be a positive force in your child's education. Following is a
list of ways parents can help their young children with dyslexia develop
reading skills and feel good about themselves.

Read to your child. Find time to read to your child every day. Point to the words as
you read. Draw attention to words that you run across in daily life, such as
traffic signs, billboards, notices, and labels.

Be a good reading role model. Show your child how
important reading is to daily life. Make books, magazines, and other reading
materials available for your child to explore and enjoy independently.

Focus on the sounds within words (phonemes). Play rhyming games, sing songs
that emphasize rhyme and alliteration, play word games, sound out letters, and
point out similarities in words.

Work on spelling. Point out new words, play
spelling games, and encourage your child to write.

Help with time and planning. Hang up simple
charts, clocks, and calendars, so your child can visualize time and plan for
the future.

Share in the joy of reading. Find books that your
child can read but that you will also enjoy. Sit together, take turns reading,
and encourage discussion. Revisiting words that cause trouble for your child
and rereading stories are powerful tools to reinforce learning.

Read, read, read. Read to and with your child.
This can help make a positive difference in learning basic reading
skills.

Children who have dyslexia may need emotional support for
the many challenges they face. Following is a list of ways parents can offer
encouragement.

Learn about dyslexia. Information about dyslexia
can help you better understand and assist your child.

Teach through your child's areas of strength. For
example, if your child understands more when listening, let him or her learn
new information by listening to an audiobook or watching a DVD. If
possible, follow up with the same story in written form.

Respect and challenge your child's natural intelligence. Most children with dyslexia have average or above-average
intelligence that can be challenged by parents who encourage their intellectual
growth. Be honest with your child about his or her disability. Explain it in
understandable and age-appropriate examples and terms while offering
unconditional love and support.

Teach your child to persevere. You can model,
through good-humored acceptance of your own mistakes, that mistakes can help
you find solutions.

Recognize your child's limitations. There may be
some things your child will always struggle with. Help your child understand
that this doesn't mean he or she is a failure.

Don't become a homework tyrant. Expecting
perfection and squabbling with your child over homework will create an
unhealthy relationship and emphasize your child's failures.

Other Treatments

Vision problems can interfere with the process of reading, but vision problems don't cause dyslexia. Some people may claim that vision therapies (such as covering one eye or using colored lenses) help treat dyslexia. But there hasn't been strong evidence to support this claim.5

Some advertised reading programs
that promise success in teaching phonics and reading for children who have
dyslexia should be viewed with caution. Before you
invest in these programs, request research that documents their claims, and
talk to school personnel and doctors.

National Institute of Child Health and Human
Development (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Available online:
http://www.nationalreadingpanel.org/publications/summary.htm.

Other Works Consulted

Committee on Children with Disabilities, American Academy of Pediatrics (1999, reaffirmed 2006). The pediatrician's role in development and implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP). Pediatrics, 104(1): 124-127.

National Institute of Child Health and Human
Development (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Available online:
http://www.nationalreadingpanel.org/publications/summary.htm.

This information does not replace the advice of a doctor. Healthwise, Incorporated disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use.
How this information was developed to help you make better health decisions.